scholarly journals Increasing Retention Among First-Year Master's in Counseling Students: Evaluation of a Social Integration Program

2017 ◽  
Author(s):  
James David Jensen
Keyword(s):  
Social Integration ◽  
Counseling Students ◽  
First Year ◽  
Integration Program

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

scholarly journals Student Support and Transition Through a Buddy Programme to Foster Social Integration

2021 ◽  
Vol 9 (2) ◽  
pp. 47-63
Author(s):  
Ana Naidoo ◽  
Hestie Byles ◽  
Sindi Kwenaite
Keyword(s):  
Social Integration ◽  
Contact Point ◽  
Student Support ◽  
First Year ◽  
First Year Students ◽  
University Of Pretoria ◽  
University Life ◽  
Student Advisor ◽  
Peer Advisors ◽  
The University

The University of Pretoria (UP) began offering formal academic student support in 2011 when the first faculty student advisor (FSA) was appointed. Although many more FSAs were subsequently appointed, assistance to all the students in need of support remained insufficient. However, financial assistance through the collaboration grant received from the Department of Higher Education and Training in 2018 made it possible to explore new areas of support. The UP was able to pilot four innovations due to the availability of additional funds. These included generic workshops across faculties; the creation of a hub in the library, which served as a common contact point for students requiring assistance; the appointment of peer advisors; and a Buddy Programme for first-year students. This article explains the Buddy Programme as perceived by the senior students who mentored the first-year students. The mentors are known as “big buddies”. Our work on this programme is based on Tinto’s (1975) ideas about social integration. The Buddy Programme was introduced to assist first-year students in their transition from school to university life. This paper highlights the challenges that first-year students faced and it explains how the concepts could become institutionalised once university activities have been normalised in the post-pandemic future.

FEUP peer mentoring: Promoting integration through support and experience sharing

2021 ◽  
pp. 030641902110259
Author(s):  
IM Ribeiro ◽  
TP Duarte ◽  
MMSM Bastos ◽  
AA Sousa ◽  
LFA Martins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
First Year Students ◽  
Integration Program ◽  
Social And Academic Integration ◽  
Degree Of Satisfaction ◽  
New Type ◽  
The University ◽  
Insight Into

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

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